New trends in science education

I intend to review the main contributions from the impressive developments made in science education research during the last decade. These developments have made the construction of a coherent body of knowledge possible allowing us to expect a significant improvement in the science teaching/learning process. I shall refer, in particular, to the new trends in science education research, both in the domain of science learning and science teacher‐training.

[1]  Derek Hodson,et al.  Toward a philosophically more valid science curriculum , 1988 .

[2]  Richard T. White,et al.  Metalearning and conceptual change , 1989 .

[3]  Marcia C. Linn,et al.  Establishing a research base for science education: Challenges, trends, and recommendations , 1986 .

[4]  Joseph D. Novak,et al.  Position papers: The reception learning paradigm , 1979 .

[5]  D. Gil-Perez,et al.  Paper and Pencil Problem Solving in the Physical Sciences as a Research Activity , 1990 .

[6]  W. Welch.  Research in science education: Review and recommendations , 1985 .

[7]  D. Gil-Pérez,et al.  What to do about science “misconceptions” , 1990 .

[8]  D. Pérez,et al.  Los programas-guía de actividades: una concreción del modelo constructivista de aprendizaje de las ciencias , 1987 .

[9]  Gerald S. Craig,et al.  Learning with science , 1961 .

[10]  Mariana G. Hewson,et al.  Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part II: Analysis of Instruction. , 1981 .

[11]  Daniel Perez,et al.  Science learning as a conceptual and methodological change , 1985 .

[12]  Renato Schibeci,et al.  Attitudes to Science: an update , 1984 .

[13]  R. Duschl,et al.  Epistemological perspectives on conceptual change: Implications for educational practice , 1991 .

[14]  Derek Hodson,et al.  Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science , 1993 .

[15]  Thomas J. Shuell,et al.  Cognitive psychology and conceptual change: Implications for teaching science† , 1987 .

[16]  R. Driver,et al.  A Constructivist Approach to Curriculum Development in Science , 1986 .

[17]  Joan Solomon,et al.  Social Influences on the Construction of Pupils' Understanding of Science , 1987 .

[18]  P. Cobb,et al.  Analogies from the philosophy and sociology of science for understanding classroom life , 1991 .

[19]  I. O. Abimbola,et al.  The Problem of Terminology in the Study of Student Conceptions in Science. , 1988 .

[20]  R. Driver.  Pupils’ Alternative Frameworks in Science , 1981 .

[21]  Yvonne J. Meichtry.  The impact of science curricula on student views about the nature of science , 1993 .

[22]  D. Pérez,et al.  Qué hemos de saber y saber hacer los profesores de ciencias , 1991 .

[23]  Maher Z. Hashweh.  Toward an explanation of conceptual change , 1986 .

[24]  P. Hewson,et al.  Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .

[25]  R. Osborne,et al.  Learning science: A generative process , 1983 .

[26]  What are the implications of paradigm-based research for science education research? , 1979 .

[27]  K. Ross,et al.  Concept profiles and the cultural context , 1982 .

[28]  D. Pérez,et al.  Contribución de la historia y de la filosofía de las ciencias al desarrollo de un modelo de enseñanza/aprendizaje como investigación , 1993 .

[29]  D. Hodson.  Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings , 1993 .

[30]  Carol Briscoe,et al.  The Dynamic Interactions among Beliefs, Role Metaphors, and Teaching Practices: A Case Study of Teacher Change. , 1991 .

[31]  Nicholas C. Burbules,et al.  Science education and philosophy of science: congruence or contradiction? , 1991 .

[32]  L. Resnick,et al.  Mathematics and Science Learning: A New Conception , 1983, Science.

[33]  J. Solomon.  The Discussion of Social Issues in the Science Classroom , 1990 .

[34]  D. Gil-Pérez,et al.  Bringing pupils' learning closer to a scientific construction of knowledge: A permanent feature in innovations in science teaching , 1994 .

[35]  Derek Hodson,et al.  In search of a meaningful relationship: an exploration of some issues relating to integration in science and science education , 1992 .

[36]  G. Aikenhead,et al.  Collective Decision Making in the Social Context of Science. , 1985 .

[37]  Carles Furió-Más,et al.  La didáctica de las ciencias en la formación inicial del profesorado : una orientación y un programa teóricamente fundamentados , 2006 .

[38]  John K. Gilbert,et al.  Personal Experience and the Construction of Knowledge in Science. , 1983 .

[39]  D. Pérez,et al.  Tres paradigmas básicos en la enseñanza de las ciencias , 1983 .

[40]  John K. Gilbert,et al.  Towards a lakatosian analysis of the piagetian and alternative conceptions research programs , 1985 .

[41]  Derek Hodson,et al.  Philosophy of Science, Science and Science Education. , 1985 .

[42]  M. C. Wittrock,et al.  The Generative Learning Model and Its Implications for Science Education. , 1985 .

[43]  E. Yalow.  On Educational psychology: A cognitive view. , 1979 .

[44]  Peter W. Hewson,et al.  Effect of instruction using microcomputer simulations and conceptual change strategies on science learning , 1986 .

[45]  J. Nussbaum,et al.  Alternative frameworks, conceptual conflict and accommodation: Toward a principled teaching strategy , 1982 .

[46]  G. Wheatley.  Constructivist perspectives on science and mathematics learning , 1991 .

[47]  Peter W. Hewson,et al.  An appropriate conception of teaching science: A view from studies of science learning , 1988 .

[48]  M. R. Matthews.  History, Philosophy and Science Teaching: A Rapprochement , 1990 .

[49]  Joseph D. Novak,et al.  The Reception Learning Paradigm. , 1979 .

[50]  R. Yager,et al.  Perceptions of four age groups toward science classes, teachers, and the value of science , 1986 .

[51]  Juan Ignacio Pozo,et al.  Teorías cognitivas del aprendizaje , 1989 .

[52]  Richard E. Grandy,et al.  Psychology and epistemology: match or mismatch when applied to science education? , 1990 .

[53]  Derek Hodson,et al.  Assessment of practical work , 1992 .

[54]  L. Guilbert,et al.  L'idée de science chez des enseignants en formation : un lien entre l'histoire des sciences et l'hétérogénéité des visions ? , 1993 .

[55]  C. David Gruender,et al.  Promise and prospect , 1991 .

[56]  John K. Gilbert,et al.  The interface between science education and technology education , 1992 .